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1.
Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
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The aims of the study were to census and compare the technological pedagogical and content knowledge （TPACK） of secondary science teachers and their most used information and communication technology （ICT） in two contexts, Taiwan and Shaanxi Province in China. A questionnaire was employed to examine secondary school science teachers＇ most used ICT and their TPACK in science teaching. Eight hundred and six secondary science teachers from Taiwan and 164 teachers from Shaanxi participated in the study. The analytical results showed that multimedia was the most used ICT in Taiwan, followed by PowerPoint （PPT）, Internet platforms, and interactive whiteboards （IWBs）. In Shaanxi, PPT was the most used ICT reported by science teachers, followed by multimedia, IWBs, and Intemet platforms. The findings indicated that in Taiwan, science teachers＇ TPACK was statistically significant in relation to different types of ICT, whereas in Shaanxi, science teachers＇ TPACK did not demonstrate significant difference. In Taiwan, science teachers who reported their most used ICT to be multimedia were found to show significant differences in TPACK according to gender and teaching experience. In Shaanxi, science teachers who reported their most used ICT to be PPT did not show any significant difference on TPACK by gender; however, they showed significant differences on TPACK in regard to teaching experience. The research implications of this study are provided below along with suggestions for future research. 相似文献
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Jesús Suárez-Rodríguez Gonzalo Almerich Natividad Orellana Isabel Díaz-García 《Educational technology research and development : ETR & D》2018,66(5):1165-1187
The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT. 相似文献
5.
Sara Isabel Moça Ramos António Manuel Valente de Andrade 《Education and Information Technologies》2016,21(3):625-641
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students. 相似文献
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Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers 总被引：1，自引：0，他引：1
Sandra K. Abell Meredith A. Park Rogers Deborah L. Hanuscin Michele H. Lee Mark J. Gagnon 《Journal of Science Teacher Education》2009,20(1):77-93
Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future
science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research,
doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to
instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted
to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development
of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by
recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards
for Science Teacher Educators. 相似文献
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Rachel Sheffield Eva Dobozy David Gibson Jim Mullaney Chris Campbell 《Educational Media International》2015,52(3):227-238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 相似文献
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Linda Baggott La Velle Angela McFarlane Richard Brawn 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):183-199
The papers in this volume of BJET relate to the over-riding concern about the role of information and communications technologies (ICT) in education: the extent to which the claims of policy makers, administrators, publicists, politicians and bureaucrats are borne out in the reality of teaching and learning inside and outside the classroom. One approach to providing the evidential base for judging the extent of and nature of the gap between rhetoric and reality and closing it are major research studies based upon statistically significant sampling like IMPACT2, another is to build up a body of in-depth case-study evidence that can be used as the basis for generalisation. This paper falls into the latter category, looking at a case study of the initial stages of the development of effective ICT in Science Education. The research and development work involved is an element in the ICT strand of the Teaching and Learning in the Information Age Project. The paper first reviews the issues in the development of a design initiative for furthering our understanding of the problem of knowledge transformation in science education through ICT. A discussion of the development of ICT use in science education then leads to an illustration of current use in UK school science classrooms and laboratories. A theoretical framework of teacher's knowledge and pedagogical reasoning in science through ICT is presented as the basis for the curriculum research and redevelopment that the case study involves. The case study, findings and discussion then follow. 相似文献
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Landon S. Newby Julie M. Hite Steven J. Hite Christopher B. Mugimu 《Education and Information Technologies》2013,18(3):515-530
Information Communication Technologies (ICTs) could, if adopted and implemented appropriately, support learning and teaching in developing countries to provide young people with skills they need to participate effectively in the global economy. However, a significant digital divide still persists between developed and developing countries in terms of both physical resources and the capabilities of teachers to effectively utilize limited ICT resources. A very real challenge for schools is to acquire and effectively utilize ICT given the reality of an environment of scarce and limited resources. This study examines ICT infrastructure and use in 11 secondary schools in Mukono, Uganda using qualitative case study methods including an ICT infrastructure assessment, observations, and interviews. Stratified random sampling was used to identify 7 schools initially; 4 additional schools were also purposefully sampled based on their high levels of ICT. Findings indicate that despite limited resources, schools are investing heavily into ICT. Researchers found that teacher ICT usage at school could be grouped into three categories: administrative (86%), entertainment (45%) and pedagogical (45%). Administrators at some schools reported using ICT primarily to attract students and increase revenue. Implications of this study will assist school administrators to make informed decisions concerning further investment in ICT, efficient use of limited technology resources, and improvement of educational opportunities for students. 相似文献
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Maria A. Perifanou Katerina Tzafilkou Anastasios A. Economides 《European Journal of Education》2023,58(1):111-129
The aim of this study is to propose a new structural model for how teachers transfer their ICT training (TeTra-ICT), shedding light on the factors that tend to affect their intention to integrate digital technologies in educational practices as well as train their colleagues. The proposed model exploits training programme design characteristics and ICT-related individual factors. A total of 117 new ICT instructors for primary and secondary education teachers in Greece were evaluated. The instructors participated in a national Teacher Training Programme on applying ICT in education. Results indicate significant effects of individual (ICT-related self-efficacy in teaching) and programme design characteristics (platform's ease of use, support, content, and resources) on the teachers' final motivation and intention to transfer their ICT knowledge and skills. The model also reveals significant correlations between individual and training characteristics, the teachers' post-training self-efficacy for transferring skills and their perception of the usefulness of the training programme. The examined constructs explain 86% of the variance in teacher intentions to transfer their ICT knowledge and skills, and 72% of their perception of the usefulness of the training programme. Interestingly, while there were no gender differences in individual ICT-related characteristics, women expressed significantly higher values than men in their perception of the usefulness of training, self-efficacy, motivation, and intention to transfer. 相似文献
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This article reports a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. The study focused on a major goal of the reform, that is, improving students' knowledge and abilities in the field of models and modelling in science. First, seven teachers of biology and chemistry were interviewed about the teaching and learning of models and modelling in science. Next, a questionnaire was designed consisting of 30 items on a Likert-type scale. This questionnaire was completed by a group ( n = 74) of teachers of biology, chemistry and physics. Results indicated that the teachers could be grouped in two subgroups, who differed in terms of their self-reported use of teaching activities focusing on models: one sub-group applied such activities substantially more often than the other sub-group. This distinction appeared not to be related to the teachers' subject, or teaching experience. Moreover, the use of teaching activities seemed only loosely related to the teachers' knowledge of their students, particularly, students' views of models and modelling abilities. Implications for the design of teacher education are discussed. 相似文献
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Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献
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Teachers not only need to develop a knowledge base for teaching, but also should be able to make reasoned decisions regarding
their classroom science teaching. Preservice teachers need opportunities to begin developing their pedagogical reasoning ability
as part of their undergraduate education so that science teaching in primary schools is based on sound reasoning. This paper,
using a case study methodology, reports on the initial pedagogical reasoning ability of second-year preservice primary teachers.
By completing a problem-based science education topic, these preservice teachers had the opportunity to explore all stages
in the pedagogical reasoning process. Preservice teachers initially demonstrated limited pedagogical reasoning ability, but
as a result of the framework provided in the problem-based approach, they were able to refine their reasoning ability. Through
a combination of group work and individual research, the preservice teachers were able to integrate their science knowledge,
curriculum knowledge and knowledge of learners and apply this to a peerteaching situation and in the process develop their
pedagogical reasoning skills. 相似文献
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This article argues that whatever the 2015 OECD report says about the value of ICT in relation to PISA results, our research has shown that using ICT in the education of students with Learning Difficulties has great value in interesting, enthusing and inspiring these students, so leading to better educational outcomes. The term ‘Learning Difficulties’ (LD) is used to refer to a condition of a large group of children who need extra assistance with schooling and arises from a vast range of cognitive and physical impairments. The reported research was conducted in two Special Schools in metropolitan Melbourne with the goal of investigating whether, and if so how, ICT could be used to support school communities involving students with learning difficulties, and whether it could help these students with their learning. This research found that ICT certainly does improve LD students’ attitude to learning and equips them with adequate skills to allow them to enter the workforce or continue with further study through various pathways. It provides evidence that for LD students, a significant attainment in skills and academic knowledge is facilitated by the adoption of ICT in the classroom. 相似文献
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Marcel Fouda Ndjodo Virginie Blanche Ngah Erick Patrick Zobo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):177-196
A competency profile for teachers of Computer Science in Cameroonian secondary education – In 1998, the Cameroonian government decided to introduce Computer Science as a school subject. To implement this decision, it began to train teachers of Computer Science according to the same training model used for teachers of other disciplines. Despite the consensus that seems to be emerging from the scientific community regarding the need to give priority to a cross-disciplinary use of information and communication technologies (ICT) in primary and secondary education, some countries, such as Cameroon, have opted to teach Computer Science. While such a political choice might in principle appear to be inappropriate for the development of students’ ICT skills, the article shows that it nevertheless introduces teachers into the system who have a predisposition to act as catalysts for the pedagogical integration of ICT. Such a development could occur provided these teachers are trained in a range of additional skills – those proposed in the article – which would enable them to contribute effectively. If this approach were implemented, sub-Saharan countries such as Cameroon would, in their Computer Science teachers, have access to human resources capable of quickly generalising the cross-disciplinary use of ICT in the education system. 相似文献
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Joke Voogt 《Education and Information Technologies》2009,14(4):325-343
This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science
teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described
in terms of innovative and traditionally important practice orientations. The innovative practice orientation reflects a demand
for education in an information society (e.g. communication skills; ability to learn at own pace), while the traditionally
important practice orientation (e.g. subject-matter knowledge) reflects teaching and learning in an industrial society. The
purpose of this study was to explore differences between the ICT-supported pedagogical practices of extensive and non-extensive
ICT-using science teachers. As part of the SITES 2006 study extensive ICT-using science teachers nominated their most satisfying
pedagogical practice. Perceived student outcomes and teaching practices have been analyzed using the SITES 2006 database.
In addition, the regular pedagogical practices of these science teachers were, using the SITES 2006 database, compared with
the regular pedagogical practices of non-extensive ICT-using science teachers. The results show that although traditionally
important practices within the context of ICT are still dominant in science education, changes in the equilibrium between
traditionally important and innovative practice orientations are taking place across educational systems. 相似文献
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ROBERTO CARNEIRO 《European Journal of Education》2006,41(3-4):415-435
The article summarises the main findings from a study on school teachers who enrolled on a technology-rich graduate training programme. It features the impact of a distance education environment, strongly supported with Information and Communication Technologies (ICT), on the motivation profiles of student teachers and the acquisition of self-regulation skills to conduct one's own learning path. The conceptual framework and the results may be useful in mapping future research on graduate students' motivation and learning strategies in the context of Technology-Enhanced Learning Environments. 相似文献
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Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge about models and modelling are often incomplete or inadequate. A research project was conducted that aimed at promoting and gaining an understanding of the development of beginning science teachers' knowledge in this area. The teachers, who were enrolled in a teacher's training programme, participated in a special course on models and modelling, and conducted a research project in their classes about this theme. The data gathered in this project support the discussion to the extent that both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers' knowledge. From the results, we propose some guidelines for educational researchers interested in this area. 相似文献